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在《3-6岁儿童学习与发展指南》的指引下,我们的主题活动打破了原来一直由教师预设的方式,渗透了更多的孩子主动生成的内容,更加注重将探究活动的重点放在了孩子自身主动的体验、感悟和自我成长上来,孩子成为活动的引领者、主导者和探索者,教师则是活动隐性的支持者、合作者和引导者,一段时间以来成效明显。本文以“小泥人发芽”实践活动为例,分析由此带来的教育效果的改变和提升。
Guided by the Guide for Learning and Development of Children 3-6, our thematic activities have broken the original way teachers have been presumed, infiltrated more children to take the initiative to generate content, pay more attention to the focus of inquiry activities In the child’s own initiative experience, perception and self-growth up, children become the leader, leader and explorer of the activity, the teacher is a hidden supporters, collaborators and guides of the activity, and the result has been obvious for a long time. In this paper, “small clay sprout ” practice as an example, analysis of the resulting changes in education and promotion.